The notion of institutional didactic obstacles

• Autor(a) principal: Miranda, Werventon dos Santos
• Data de Publicação: 2020
• Outros Autores: Silva, Francisco Hermes Santos da, Guerra, Renato Borges, Nunes, José Messildo Viana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2020v13n1p73

Research on challenges in learning Mathematics demonstrates a variety of classifications, such as ontogenetic, didactic and epistemological, which have been highlighted by Brousseau. In addition, contributions from other researchers include emotional and linguistic challenges. In this light, we aim to characterize the Institutional Didactic Challenge based on elements that make up the institutional epistemologies present in the teaching of Mathematics, with a focus on fraction, to students of the first and second segments of elementary education. To achieve this goal, a qualitative bibliographic research was undertaken. The results of the research have confirmed a difference in the approach of teaching fraction between the two segments. This is referred to as institutional epistemology, which is presented as a didactic challenge in the learning of fraction among beginners of the second segment of elementary school. In conclusion, we propose didactic de-transposition as an alternative for addressing the challenges in the transition.